As part of its response to the coronavirus pandemic, the federal government provided a total of $280 billion for K–12 and postsecondary schools over three rounds of unprecedented investment into education.
For perspective, $280 billion is 200 times the annual allocation for Strengthening Career and Technical Education for the 21st Century Act (Perkins V). The Elementary and Secondary School Emergency Relief Fund (ESSER I, II, III) portion of each of the three emergency response bills totaled $189 billion for a range of uses from education technology to building costs and staff salaries.
While states and districts were given wide discretion on how to invest the money, there are time limits for the money to be spent.
Although CTE was not specifically called out in these emergency bills, many districts are using ESSER funds to prioritize and expand their CTE programs. ESSER dollars are intended to make up for lost instructional time and accelerating learning to get students back on track for grade level work and learning college and career skills, and CTE has an integral role in this process.
Blending ESSER & CTE Funding
To ensure the efficiency and sustainability of their programs, CTE educators have to be forward-thinking and creative to ensure CTE programs receive an appropriate amount of the funds when state and district leaders are deciding where the money is to be spent.
According to EducationWeek, most of ESSER I and II funds were spent on equipment to minimize coronavirus spread and connecting students to school from home.
A minimum of 20 percent of ESSER III funds must be spent on compensating for lost instructional time, but districts can spend more if they so choose. Just under half of districts have allocated their funds, but some districts are still deciding where to allocate funding.
Ideas for Using ESSER Funds
Starting or Expanding Summer Camps & After-School Clubs –
These can help accelerate learning to make up for lost instruction time during the
pandemic. Both of these ideas have the advantage of additional CTE recruitment
potential as they operate outside standard school hours, and include areas such as
eSports, robotics, and other STEM activities.
Investing in Digital Curriculum –
Schools and districts have made significant investments in technology in
response to the pandemic, digital learning allows CTE programs greater flexibility in
course delivery and facilitates individualized instruction.
Updating Labs with High-Tech Training Systems –
The pandemic exacerbated the skills gap, and with Industry 4.0 and the acceleration of
technology, CTE programs can struggle to keep pace with manufacturing changes in such
areas as automation. Investing in industry-grade equipment will allow CTE programs to
upgrade the technical skills they teach to prepare students for today’s workforce.
Professional Development & Training for Teachers –
Investing in PD and training meets both ESSER and CTE objectives. It is particularly
important for CTE teachers to participate in ongoing professional learning as it relates
to new equipment and increasing technical skills.
The federal stimulus funds create an unparalleled opportunity to make a significant investment in CTE programs throughout the country, either for expansion or creation. CTE programs provide students with the academic, technical skills and practical experience they need to be successful in their post-secondary lives.
This one-time infusion of ESSER stimulus funds makes this the ideal time to ensure high quality CTE programs have a central place in K–12 education to provide students with career-specific learning opportunities leading to additional career possibilities and equip students with a robust set of skills that prepare them for their future.
To learn more about ESSER funding and how you can use it to grow your CTE programs, download the free guide:
